Easily implemented movement activities for children of all ages to develop power, endurance, and rhythmicity.

This open access book is a timely contribution in presenting recent issues, approaches, and results that are not only central to the highly interdisciplinary field of concept research but also particularly important to newly emergent paradigms and challenges. The contributors present a unique, holistic picture for the understanding and use of concepts from a wide range of fields including cognitive science, linguistics, philosophy, psychology, artificial intelligence, and computer science. The chapters focus on three distinct points of view that lie at the core of concept research: representation, learning, and application. The contributions present a combination of theoretical, experimental, computational, and applied methods that appeal to students and researchers working in these fields.

The key to flexible, skillful decision making in dialectical behavior therapy (DBT) lies in understanding the connections between moment-to-moment clinical strategies and core principles. This lucid guide from leading DBT authority Charles R. Swenson offers clinicians a compass for navigating challenging clinical situations and moving therapy forward--even when change seems impossible. Numerous vivid case examples illustrate DBT in action and show how to use skills and strategies that flow directly from the fundamental paradigms of acceptance, change, and dialectics. Clinicians gain knowledge and confidence for meeting the complex needs of each client while implementing DBT with fidelity.

Rather than treating concepts and their application in a static and iconic manner,Concepts in Action provides us with examples of the active and creative use of concepts for constructing and generating new knowledge. Examples of theoretic constructions and topics discussed refers to the function of theory in main stream sociology; concepts enabling us to expand the range of interpretations; a critical view and approach to general concepts of culture, nature and consumption; concepts dealing with organization, institutions and actors; and examples of travelling concepts such as class, gender, race and social recognition. Concepts in Action follows on the earlier Theory in Action (2016) as part of a three volume project broadening our understanding of the interplay of theory and methods. The forthcoming third volume will focus on the strategy of constructing and analyzing the object in social science. This volume is highly relevant for researchers and students interested in theoretical construction in the social sciences. Contributors are: Göran Ahrne, Mette Andersson, Harriet Bjerrum Nielsen, Anne Britt Flemmen, Antje Gimmler, Willy Guneriussen, Roar Hagen, Raimund Hasse, Håkon Leiulfsrud, Willy Martinussen, John Scott, Peter Sohlberg, Pål Strandbakken, Richard Swedberg and Erik Olin Wright.

Systems Concepts in Action: A Practitioner's Toolkit offers out a wide range of systems methods to help readers investigate, evaluate and intervene in complex messy situations.

Employing a lively and accessible writing style, author Daniel W. Barrett integrates up-to-date coverage of social psychology’s core theories, concepts, and research with a discussion of emerging developments in the field—including social neuroscience and the social psychology of happiness, religion, and sustainability. Social Psychology: Core Concepts and Emerging Trends presents engaging examples, Applying Social Psychology sections, and a wealth of pedagogical features to help readers cultivate a deep understanding of the causes of social behavior.

The profession of occupational therapy has a highly specialised language, but until now there have been no standard definitions of its key terms. Based on the work of the terminology project group of the European Network of Occupational Therapy in Higher Education (ENOTHE), this book selects and defines the core building blocks of occupational therapy theory. Consensus definitions of a wide range of terms are developed through an analysis of published definitions from around the world. Concepts with similar meanings are clustered into groups, and the clusters are then arranged into a conceptual map. The book provides an analysis of what each term means in common usage, how it is used in occupational therapy, and its implications for therapeutic practice. The conceptual framework that emerges represents an important contribution to the profession's understanding of the fundamental concepts of occupational therapy. The consensus definitions presented in this book will facilitate communication between professionals as well as with clients and others, and will be of interest to occupational therapy practitioners, students, educators and researchers.

This book offers physiology teachers a new approach to teaching their subject that will lead to increased student understanding and retention of the most important ideas. By integrating the core concepts of physiology into individual courses and across the entire curriculum, it provides students with tools that will help them learn more easily and fully understand the physiology content they are asked to learn. The authors present examples of how the core concepts can be used to teach individual topics, design learning resources, assess student understanding, and structure a physiology curriculum.

This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.

An engaging and accessible introduction to the psychology and neuroscience of physical action. This engaging and accessible book offers the first introductory text on the psychology and neuroscience of physical action. Written by a leading researcher in the field, it covers the interplay of action, mind, and brain, showing that many core concepts in philosophy, psychology, neuroscience, and technology grew out of questions about the control of everyday physical actions. It explains action not as a “one-way street from stimuli to response” but as a continual perception-action cycle. The informal writing style invites students to think through the evidence step by step, helping them develop general thinking stills as well as learn specific facts. Special emphasis is placed on the role of underrepresented groups. The book discusses the intellectual background of the field, from Plato to Kant, Dewey, and others; applications and methods; and the physical substrates of action—bones, tendons, ligaments, muscles, and nerves. It considers the control of actions in space; learning, and the roles of nature and nurture; feedback; feedforward, or anticipated feedback; and degrees of freedom—the multiple ways of getting things done and three methods for narrowing the alternatives. The book is generously illustrated, including many images of thinkers who contributed to the field.